This thesis is informed by my experience working with a group of grade eleven students to build an emergent, arts-based curriculum. In considering the question “What is the Role of a Creative Facilitator?’ I inhabit, explore and reflect upon this dynamic position in an effort to understand how one might best navigate the space-between teaching and learning. Drawing from Performative Inquiry, Youth Participatory Action Research and Arts-based Research I set out to involve the students as artist-researchers, de-center power relationships, and create a positive environment where an emergent curriculum could develop. In my findings I consider how a creative facilitator might open a space for meaningful collaboration and critical engagement, as well as identifying some of the key attitudes, attributes, and skills required to be effective in this role.
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Thesis advisor: Fels, Lynn
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